Section outline


  • Kohikohia ngā kākano, whakaritea te pārekereke, kia puāwai ngā hua

    Gather the seeds, prepare the seedbed carefully, and you will be gifted with an abundance of food

    Kia ora. Another week of the great teacher migration.  Last week, we completed the work from week 6 (lockdown) this week, we are going to look at the work that was set for last week.  Phew.  We also need to refresh our mapping skills - however, this fits in well with our study of waves of migration so we will spend some time looking at maps and statisics and what these can tell us.

    Success Criteria: I can/have...

          • understand how cultural interaction impacts on cultures and societies; 
          • understand that people move between places which has consequences for the people and the places; and 
          • understand how the ideas and actions of people in the past have had a significant impact in shaping people’s lives and identities in Aotearoa New Zealand’s developing society.

    Activities:

    1. Small group presentations of chosen wave of migration

    1. Examine A Current Issue

      Examine a current issue that has a range of cultural perspectives,
      e.g., child rearing practices, laws on smacking, organ donation,
      marriage, food taboos, or interaction with the environment, or an
      issue that deals explicitly with cultural interaction.

            • Identify a range of different cultural perspectives on the issue.

      Choose one of the following activities to demonstrate your findings;

      a. Construct a values continuum on the issue, supporting your placement of people/groups 

      with reasons and evidence;

      b. Create a venn diagram showing similarities and differences between points of view;

      c. Create a table describing points of view;


          • Examine how people’s cultural perspectives on the current issue influence the way in which they participate in society and take action.
      a. Create a fishbone diagram, summarising the different views on the issue and the ways 
      in which people have acted based on their viewpoint.

      Homework:

      Write here...




      • We are PLANNING... so that we can...
      PLAN & DO / WHAKAMAHI

      PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING an electoral process so that we can understand the system of government in New Zealand and practise the proccess. Will we then be able to promote the electoral system in our homes and communities.